5 MA 1
LO 2
Formative
Assessment:
Read a book about space, then ask
the following questions:
Instructional
Strategies:
Description:
The module is designed to assess
the student's ability to round numbers up to and including one billion. The
students will use this ability to make a list of items they would take with
them on a trip to space. It requires students to demonstrate their
understanding of rounding.
Instruction for Teacher:
Provide students with a Student Module Packet. Make sure they understand the directions on the student prompt page. They will need to write their responses on the Student Response Sheets. Discuss the scoring guides and tell what is expected for quality answers. Tell students to show their lists and numbers clearly and accurately, and to be sure to answer each question completely.
Pre-Assessment Instructions:
Students will need to have the prerequisite knowledge of
math using estimation and rounding.
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Student Response Sheet #1
Selected Response Item
Round each number to the underlined place. Circle the correct answer.
1. 63,940
a. 64,000
b. 63,900
c. 63,800
d. 63,950
2. 821,553
a. 800,000
b. 820,000
c. 900,000
d. 821,000
3. 6,053,827
a. 6,053,000
b. 6,000,000
c. 6,050,000
d. 7,000,000
4. 357,503,236,954
a. 400,000,000,000
b. 350,000,000,000
c. 356,000,000,000
d. 358,000,000,000
5. 7,483,216
a. 7,000,000
b. 7,500,000
c. 8,000,000
d. 64,000,000
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Student Response Sheet #2
Constructed Response Item
Read each problem and round to the place asked for.
1. Earth has a diameter of 12,756 km. Round this number to the nearest ten thousand.
2. The diameter of Mars is 6,794 km. Round this number to the nearest hundred.
3. Round Mercury's diameter of 4,878 km to the nearest thousand.
4. Venus has a diameter of 12,104 km. Round this number to the nearest hundred.
5. Using the numbers given in the first four problems, put them in order from least to greatest.
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Student Response Sheet #3
Open-Ended Constructed Response Sheet
Choose five 6-digit numbers and write them down. Round them to the nearest ten thousand and put them in order from greatest to least. Show your work.
____________________________________________________________
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Student Response Sheet #4
Performance Event
You have been chosen by NASA to be an astronaut. Your mission will be to go to the space station Freedom and live for a year. You will be conducting experiments for NASA.
The weight load allowed on the shuttle is 500,000 pounds. However, NASA will need approximately, 250,000 pounds of that total. Using the pounds you have left, write a list of items you will take with you and list the amount of pounds by rounding the numbers. You must tell what the items are and why you chose to take those things. Be sure not to go over your weight limit. (Hint: Round to the nearest thousand.)
Is there a problem with using rounding to figure the weight? Explain>
Summative Assessment:
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Student Response Item Template #1
Correct Response:
1. B
2. A
3. C
4. D
5. A
Scoring Guide:
1 point - for each corrected response
0 points - no correct response
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Constructed Response Item Template #2
Examples of Correct Response:
1. 13,000
2. 6,800
3. 5,000
4. 12,100
5. 4,878; 6,694; 12,104; 12,756
Scoring Guide:
1 Point - for correct response
0 points - incorrect response
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Open-Ended Constructed Response Item Template #3
Examples of Correct Response:
Accept any answers that are reasonable.
Scoring Guide:
2 points - five 6-digit numbers written down, rounded correctly and in
correct order from greatest to least.
1 point - accomplished only one or two of the three activities listed correctly
0 points - no attempt or no correct responses
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Teacher Scoring Guide for Performance Event
Criteria to be
Assessed |
Exemplary |
Acceptable |
Partial Success |
Little or no
Success |
Student demonstrated
knowledge of mathematical skills needed to complete this event. |
Student has a thorough
understanding of the math skills needed. May have minor flaws with no effect
on solution. |
Student has complete and
accurate understanding of math concepts. May have minor flaws, with little
effect on solution. |
Student has incomplete
understanding of math skills needed to complete this event. May have flaws
that indicate confusion. |
Student has no
understanding of math skills needed to complete this event. May have many
flaws or not be complete. |
Evaluate and recognize the
problem to be solved. |
Makes a superior list of
items while staying within the weight limit allowed. |
Makes an adequate list
while staying within the weight limit. |
Makes an inadequate list or
goes over the weight limit. |
Makes no attempt to work
problem or has inadequate list. Goes over weight limit. |
Explain reasoning and
support decisions. |
Articulates a detailed
position and the reasoning behind it. |
Articulates a detailed
position and the basic reasoning behind it. |
Articulates a position but
does not present a clear line of reasoning behind it. |
Does not articulate a clear
position. |